The effects of self-development learning experiences on self concept

Self-development classes can provide greater self understanding and feelings of personal improvement and accomplishment which can lead to increased self concept. To prepare workers for successful employment in an occupation, vocational curricula should focus on development of occupational skills in conjunction with development of positive self concepts. . Positive personal qualities are essential if persons are to adjust successfully to the work environment.

The Problem The problem of the study was to determine the effects of self-development instruction on self concepts of post-secondary female students in vocational programs. A second purpose was to determine if there were any differences in self concept change of students when grouped according to background factors of age, educational level, marital status, race, socioeconomic status, and work.

The study attempted to answer the following questions relating to self concepts of female students in vocational programs:

1. Is there a difference in self concepts of students who received self-development instruction when compared to students who received no self-development instruction?

2. Is there a difference in self concepts of students in the experimental group when grouped according to background factors age, educational level, marital status, race, socioeconomic status, and work?

3. Is there a difference in self concepts of students who received self-development instruction when compared to students who received no self-development instruction when grouped according to age, educational level, marital status, race, socioeconomic status, and work?

Procedures Post-secondary female students in private business schools in Alabama, Kentucky, and Tennessee were included in the population of the study. All female students enrolled in personal development classes during the spring quarter of 1978 composed the experimental group. The control group was all female students who would be scheduled for the personal development classes before completion of their programs but were not enrolled during the 1978 spring quarter. Ninety-one students participated in the study.

Students completed the Tennessee Self Concept Scale (TScs) as a pretest and posttest. The TSCS was the measure of the dependent variable self concept. Treatment was a course in self-development. Student background factor data were collected on a student questionnaire, and students signed a consent form indicating their willingness to participate in the study.

The primary statistical tool used to analyze the data was analysis of covariance which determined significant differences in self concept posttest adjusted mean scores of the control and experimental groups. Self concept posttest adjusted mean scores were analyzed by analysis of covariance to determine differences when control and experimental group students were grouped according to background factors of age, educational level, marital status, race, socioeconomic status, and work. The pretest was used as a covariate.

Conclusions The major conclusions, based on the findings of this study, were:

1. Participants who received self-development instruction appeared to have similar improvements in self concept to participants who received no self-development instruction.

2. Self concepts appeared to be similar among participants who received self-development instruction when participants were grouped according to background factor categories of age--20 and below/2l-and above, marital status--married/unmarried, socioeconomic status-average and above-average and below, and work--no work experience/work experience.

Participants who had high school experiences and selfdevelopment instruction improved more than participants who had college experiences and self-development instruction in overall self concept, identity, self satisfaction and acceptance, and definiteness of self concept. Also, students who had a high school background only and received self-development instruction improved more than students who had a high school background only and received no self-development instruction on overall self concept, personal self, identity, and self satisfaction and acceptance. Self-development instruction appears to assist students who have a high school background only in improving and clarifying self concept.

4. Self concept appeared to be similar for the 20 and below/21 and above age groups.

5. Unmarried participants who received self-development instruction appeared to improve personal adequacy more than unmarried participants who received no self-development instruction.

6. Students of other races who received self-development instruction increased in self satisfaction and acceptance more than students of other races who received no self-development instruction.

7. Socioeconomic status did not appear to be a factor in self concept development.

Recommendations The major recommendations drawn from this study were:

1. Self-development instruction, as researched in the present study, should be revised to reflect more appropriate experiences which will improve self concept.

2. Self-development instruction should be included in postsecondary vocational curriculum. . Self-development instruction appears to be particularly important for students who had only a high school background.

3. Research should be completed to determine the relationship between self concept and work attitudes and performance.

4. Further research should study the effect of self-development instruction and long-range changes in self concept.

5. Further research should study the feasibility of selfdevelopment instruction in high school programs.

6. Further research should be completed to determine what specific self-development experiences help students improve specific self concept areas.

7. The study should be replicated using a different measuring instrument to measure self concept.